In the never-ending process of revising my ed psych class, I’m looking to include some more research articles as readings for my students (in no small part due to a conversation that I had with one of the instructors. Thanks Sarah!).
I found this site that lists some articles grouped by topic of interest to ed psych people… Not sure how many I will include, but it’s always worth a try…
I use Carol Dweck’s article on praise in my class already, so I was a little tickled when I saw New York magazine’s cover this month (I get the magazine, but no, I don’t live in New York).
I’m not sure if my students always get it or more importantly, buy it. Sometimes it is difficult to break years of beliefs and folk pedagogy. I may use this article in conjunction with the original article…
From CNN, this article is about students’ use of informal tech speak in formal writing in the classroom…
At the end of this article, one of the people interviewed notes that the IM speak probably fades away by the time the student gets to college. Every once and a while, I still see IM speak in essays that students turn in. Particularly, if the assignment was to be turned in online – like reflections.
An interesting topic to bring up in class….
An informal challenge between a couple of the instructors of educational psychology is to find meaningful and applicable media clips to include in the class. One of my personal frustrations is when students perceive ed psych to be a subject isolated to book learning (rather than applicable to real life) or applicable only directly to a formal classroom.
So, that’s where a lot of these media clips originate from.
I remembered the scene from Ghostbusters (on VHS no less from an old box in my playroom) in which Bill Murray as the research scientist is researching ESP using shock each time the poor unsuspecting guy gets the wrong answer. The young pretty girl, however never gets a shock, even though she never answers the right question.
Anyway, so we’re watching the scene today during the behaviorism lecture and I notice a flaw in the movie…. The boy, in frustration, asks Bill Murray what his research is all about anyway…. Bill Murray says … “The effects of negative reinforcement on ESP….”
Negative reinforcement? Uh – try presentation punishment…. Talk amongst yourselves.
I admit I love the movie Donnie Darko. It hits a wee bit to close to home sometimes for me, so perhaps it is my nostalgia with my own school days that draws me so much to this movie.
Anyway, the scene in which Donnie confronts the teacher on the lifeline activity (available via youtube if you don’t have the movie – or forget it on the day of class, like I did today) has always made me think of moral development.
What stage or thought process is an individual in when there are only two extremes?
Ok, so I’m not a 15 year old angst ridden headbanger…. anymore…
While on my way home from my Saturday run, I heard this little tidbit about a new strategy to learn SAT vocabulary via NPR. “Spit in the Eyeball” is really quite a gem.
Its also a way to show how cognitive strategies can work for people. While it may not be as good as personally elaborating on the meaning of words, the songs assist as a mnuemonic device as well as bridging multiple methods of input.
Pew Internet statistics recently came out.
73% of adults who participated in the survey reported “being online.” What are the implications of this?
A large percentage of people going online appear to be seeking out some kind of information. How are they finding it? Is the information good? How do people decide?
What are the implications for teachers? What do you need to know about this that would help you in the classroom?
An informal commentary about interpreting statistics about Latino dropout rates..
I think the important thing to take from this is to be careful when given a statistics. The number does not guarantee the meaning. It is easy to jump to conclusions, especially in education.
As previously noted, I did show Spellbound again this quarter. I was a little nervous – the dynamics of this quarter’s class left me a little concerned that I might (or might not) get student buy-in.
But again, they really enjoyed it. And I think they really got something out of it. The contrast of the different cultures and environments and the way each student copes with the end of the spelling bee is fascinating…
Ah yes, the end of the quarter.
Good thing happened today though – one of my students took the Praxis last week. As he recounted a bit about his experience, he noted – “Oh, and this class helped! No, really, it did!”
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